The incident impacted on me as it gave me a chance to experience firsthand how ADHD students act in the classroom setting. The end goal of this paper is to establish ways by which the classroom can be managed to fit the needs of the ADHD student. The coaching model provides a strong foundation for the learning which needs to be established for ADHD students. This model seeks to assist students in reframing how they understand themselves as capable individuals. Coaches would set ground rules in order to secure boundaries on what students may or may not do, and the goals they can establish for themselves. These coaches also ask questions in order to help the ADHD students reflect; they also encourage problem-solving skills and provide encouragement and self-belief (Derrington, 2005). This situation involves an ADHD student who manifested the classic signs of ADHD including hyperactivity, short attention span, easy distractibility, class disruptiveness, impulsivity and inattentiveness. Due to his symptoms, he was also having difficulty keeping up with the class lessons. The importance of having to secure a conducive learning environment for him became a necessity especially when the student was falling well behind his other classmates. A plan was established in order to provide support for the student and to ensure his full and effective participation. Such support is partly based on the coaching model which accepts the importance of providing guidance and encouragement for the students in their lessons and activities. The student had one-on-one support for his daily lessons, however, this was not working well for the student as different teaching assistants were assigned to him for each subject. The different approaches of the teaching assistants made the situation even more difficult for the student to adapt to. After the teachers and teaching assistants met and discussed the student’s case, it was suggested that there was a need to make changes in the classroom in order to ensure more efficient outcomes. It was suggested that the student needed to have only one teaching assistant assigned to him for his daily lessons. This would help provide consistency and discipline for his lessons and his learning. The reflective process and model which would be applied for this essay would be the Gibbs reflection style. This reflective style provides specific details on the different events surrounding the critical incident. The actions and decisions involving the incident will then be critically assessed and analyzed, applying evidence-based research in order to provide sufficient support and logic for the actions made (Jasper, 2003). This reflective model includes a description of the event, the feelings during the incident, the evaluation of the incident, an analysis of the incident, and an action plan for the incident (Jasper, 2003). A description of the incident is already provided above. In relation to the feelings encountered, I felt that the student needed to secure a more stable and consistent classroom environment, one where he would not have to make constant adjustments. I also felt that the student also needed to adjust to a normal classroom setting in order to help him gain the social skills of interactions with his classmates. In evaluating what was good and bad about the experience, I felt that the teaching assi
Effectively Managing ADHD Students within the Classroom Setting Attention-deficit hyperactive disorder (ADHD) is one of the mental health issues afflicting children and adolescents. It is a condition which often affects the mental development of children, reducing their attention span and often reducing their ability to efficiently absorb and retain information (Rogge, 2012)…
ADHD Author Institution ADHD Introduction The paper pursues to review evidence on the effectiveness or efficacy of cognitive behavioural therapies in addressing ADHD. According to Dobson & Dobson (2009), attention deficit hyperactivity disorder (ADHD) can be regarded as one of the prevalent childhood disorders that can continue throughout adolescence to adulthood.
These children also experience impulsivity, as well as hyperactivity, resulting in difficulty in controlling their actions in both home and school. One of the hallmark features of ADHD is the impairment of a child's cognitive, as well as psychosocial, capacity.
Psychological and behavioral studies, however, warn against relying on signs and folk beliefs in detecting learning difficulties. If these patently unscientific methods are made as basis of instructional programs, it will create more harm than good. Thus, many state laws today compel the education sector to use systematic methods of assessment that would measure possible obstacles to learning with more confidence and accuracy.
In terms of what it is, Attention Deficit Hyperactivity Disorder is currently defined as a neurological disorder affecting the brain, “that affects both children and adults. It is characterized by symptoms of inattention,
However, cognition, itself, is categorized into knowledge, comprehension, application, analysis, synthesis, and evaluation (Kyriacou, pp.22, 1997). From among these divisions, the activity of questioning propels the minds to go through a
e by initially providing an overview of ADHD, its symptoms, co-morbid problems, and neuropsychological deficits, prior to delving into academic disadvantages, rationale for experiencing academic problems, and the appropriate interventions needed to address manifested behavior.
Often, those affected exhibit a range of edifying, developmental, social, behavioral and interrelated difficulties. Latest inventions and innovations in remedial imaging, genetics, and neurology have made it
Two, hyperactivity; such as constantly fidgeting while sitting at their desk and three, acting out without considering the consequences. Children diagnosed with ADHD can often be heard speaking loudly, seen overreacting in a given situation and not
This paper provides a critical analysis of an incident involving an ADHD student, with the end goal of establishing ways by which the classroom can be managed to fit the needs of the ADHD student.
This situation involves an ADHD student who
ehavioural disorder usually appear in children of between six and twelve years of age, and must last for more than six months for the condition to be diagnosed. Due to their inattentiveness, children with ADHD often perform poorly in school although they have a good attention
8 pages (2000 words)Essay
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